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LEVEL B2.

1 PARTIAL COMPETENCES
Titulo:
NEW PASSPORT TO THE WORLD
PASSPORT TO THE WORLD B2.1 PARTIAL COMPETENCES

DerechoPatrimoniales:
Derechos patrimonial:
Jesús Oviedo Perez
Jesús Oviedo Perez.

Co-autores primera edición

David Fernando Moreno Ariza.


Víctor Manuel Gonzalez Esguerra.
Zoraida Isabel Mohamed.
Cristian Leonardo Sarmiento.
Luisa Fernanda Cuervo Marroquín.
Laura Rocha.
Luisa Fernanda Cárdenas.

Editorial:
Passco S.A.S.

Diseño y Diagramación:
David Fernando Moreno Ariza.

Impreso en Colombia por:

Lugar y fecha de edición


Bogotá Colombia
Julio de 2018
Fecha de Impresión
Julio de 2018

Material pedagógico sin costo comercial.


New Passport The World, in its “B2.1 - partial competences” edition, has been
designed aiming to give authentic use of the English language in its spoken
and written form. With your New Passport to the World, you will talk about a
wide variety of topics, obtaining new tools for you to face the globalized world
and its diversity.

This learning material was created under the most relevant tendencies in the
EFL area, following a communicative perspective, that asks students to inte-
ract with different forms of the language, understand their functions and
appropriate them by facing natural and real production of the language. Besi-
des, it is thought as a light material easy to work with and supported with
virtual extra resources that you can use for free on internet.

Our program follows the rubrics, paradigm, and understanding of languages


that are presented in the Common European framework of Reference (CEFR),
the suggestions from the Colombian Ministry of Education in their Bilingua-
lism program, and finally, the nature of the methodology of PASSPORT LAN-
GUAGE CENTERS.

To take advantage from this resource you will be guided to understand how
English works, to achieve a contextualized use of the grammar forms, to
enrich your vocabulary and finally, to face justified and communicative pro-
jects while you work, learn and practice with all the communicative skills toge-
ther in conversational and productive tasks.
SCOPE AND SEQUENCE

A) Share different
perspectives. -Personality.
1- B) Get to positive resolutions.
-Positive and negative Gerunds and
C) Understand personality
Thinking Positively types.
traits. infinitives
D) Prepare for a job interview.

A)Discover the effects of music. Present perfect and


B)Express finished and
2- unfinished actions.
- Elements of music,
positive and negative
present perfect
Continuous:
The Sound Of Life C) Talk about music careers. characteristics. Finished and unfinished
D)Talk about your favorite actions.
band or artist.

A) Propose financial goals. Future plans: using expect,


- Express remorse.
3- B) Express future plans.
- Spending habits. hope, intend and plan.
C) Talk about personal finance. Perfect form of an infinitive.
Money Counts D) Get bank services. Future perfect.

4- A) Discuss perceptions of beauty.


B) Talk about popular trends.
-Fashion and style.
-Appearance and Quantifiers.
The Changing C)Discuss the relevance of
beauty pageants. self-esteem.
Concept Of Beauty D) Debate the importance of
personal appearance.

A) Mention pros and cons of a big city Adjectives to describe Paired conjugations.
D) Complain public behavior.
places, transportation.
5- C) Discuss about touristic places in
other countries Pet peeves.
The Place We Live In D) Debate life in big city vs
countryside
environment.
A)Discuss opinions about the
animals’ treatments. Treatment and use of
6- B)Describe how to take care of a pet. animals Passive voice with modals.
C) Talk about pets. character traits
Pets And Animals D)Debate about ethical issues related
to animals.

7- A) Talk about shopping habits.


Shopping Spree B)Recognize tools for persuasion.
C) Share Shopping Experiences
Low and high prices
description.
Passive voice of gerunds
and infinitives.
D) Persuade people to buy. how to persuade.

8- A) Talk about generations


Examples of teen behavior.
B) Discuss about teenage behavior. Repeated comparatives,
New Families C) Describe family relationships Parent - teenager. Double comparatives.
D) Define family roles Relationships.

A)Speculate about historical facts. Expressing certainty Perfect modals in the


9- B)Talk about common features in
unsolved mysteries.
and uncertainty. Passive voice.

Unsolved Mysteries C) Discuss the existence of UFOs


D) Solving a crim

A) Talk about free time. Expressing fear and Expectation with


10- B) Describe past habits.
fearlessness. be supposed to
C) Enjoy your free time
Leisure Time D) Promote a specific volunteering
Ways to reduce stress.
Impact of mobile devices.
past habits: would and
activity. past continuous with always.
Adverbs of manner.
UNIT 1 Thinking Positively.

2%-(&7,9(6
By the end of this unit you
will be able to:
A) Share different perspectives.
B) Get to positive resolutions.
C) Understand personality types.
D) Prepare for a job interview.

Write below the new vocabulary you


learn every class.
92&$%8/$5<
During this unit you will work on:

-Personality types.
-Positive and negative traits.

In this unit,
you will present
a role play
based on
a job interview.

1
UNIT 1 Thinking Positively.
LESSON 1A Share different perspectives.
Choose one of the following quotations. What does it mean?

“If you look the right way, you can see “Keep your face always toward the
that the whole world is a garden.” sunshine and shadows will fall behind
-Frances Hodgson Burnett, The Secret you.”
Garden- -Walt Whitman-

“I do not believe in take the right


decision, I take a decision and make it
right.”
-Ratan Naval-
“I will always find a way and a way “Life is full of surprises, so you may as
will always find me.” well get used to it.”
-Charles F. Glassman, Brain Drain The - Susan Meddaugh, Cinderella’s Rat-
Breakthrough That Will Change Your
Life-
Taken from goodreads.com in 2017.
Read the following article.
Positive Attitude Is a State of Mind
You Can Adopt

“A person with a positive attitude is willing to


experiment, take action and do things. He or she
do not accept things as they are, and expend efforts
to follow goals. Such people believe that they will
accomplish what they set their mind to do.

People with a positive frame of mind think frame of mind. Positive attitude is a state of mind
about possibilities, growth, expansion and success. you can adopt. If you are earnest about it, you can
They expect happiness, health, love and good build this state of mind. True positive thinking
relationships. They think in terms of,‘I can’, ‘I am is not just saying that everything will be okay, as
able’,‘I will succeed’. a lip service, and at the same time think about
failure. In order to bring beneficial changes and
People with a positive attitude are not daunted improvement into your life, a positive attitude
by failures and obstacles. If things do not turn has to become your predominant mental attitude
out well or as expected, they will try again. They throughout the day. It has to turn into a way of
approach what they do with a positive thinking life.

2 B2.1
UNIT 1 Thinking Positively.
LESSON 1A Share different perspectives.
Real and effective positive attitude requires that 4) You don’t have to allow negative thoughts
you focus on positive thoughts and emotions, to thrive in your mind. You can put an end to
and also take positive action. this habit. Be on guard to replace your negative
thoughts with constructive ones. Start paying
How to Build a Positive Attitude? attention to your thoughts, and as negative
thoughts start circulating in your mind, calmly,
1) Read inspiring and motivating stories about and without using force, replace them with
people who achieved success. This will inspire constructive, happy and positive thoughts. You
and motivate you, as well as show you what can make great changes in your life if you play
they actually did, so you can implement it in the role of the doorkeeper of your mind.
your life.
2) Use affirmations. These positive statements 5) Take action, do not be passive, in small matters
will sink into your subconscious mind, which and in big ones. If you keep busy doing things,
in turn will guide, motivate and inspire you to there will be less likelihood of becoming negative,
take action. and a greater likelihood of being positive.
3) This also applies to visualization, the creation
of mental scenes of what you want to achieve or Taken from SuccessConsciousness.com in 2017.
have.

According to the words in red, from the article, choose the best synonym for
each one of them.

Thrive a) prosper b) bother c) confusing


Daunted a) stopped b) intimidated c) ended
Sink a) erase b) submerge c) successful
Doorkeeper a) police officer b) saving c) guard
Likelihood a) probability b) stability c) replacement

What other tips or advices would you add to the article? Why?
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UNIT 1 Thinking Positively.
LESSON 1B Get to positive resolutions.
Read the following paragraph.

Farmer Jones and his wife.


“Farmer Jones met Jane when he was just a young man. He couldn’t help falling in love
with her immediately and asked her to marry him. She said yes although she knew it would
mean getting up early to milk the cows for the rest of her life. “Love means never having to
get up early to milk the cows”, said Farmer Jones, and explained that he would continue to
get up early to milk the cows so Jane could sleep late every day…”

Adapted from teachingenglish.org.uk in 2017.

Answer the following questions based on the reading.


What do you think the farmer meant with “Love means never having to get up early to
milk the cows”?
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Which do you think it will be Jane’s answer? Continue with the story.
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GRAMMAR TIP:
Gerunds and Infinitives.

A gerund is a verb ending in –ing An infinitive is a verb preceded by


that is used as a noun, either as a “to” that is used as a subject, object or
subject, object or complement. complement of a sentence.
Examples: Examples:

- Reading helps students learn - To travel is exciting.


English. (Gerund as a subject.) (Infinitive as a subject.)
- He enjoys reading for English class. - Henry wants to study English.
(Gerund as an object.) (Infinitive as an object.)
- Her hobbies include reading. - He wants a better job to earn more
(Gerund as a complement.) money.
(Infinitive as a complement.)

4 B2.1
UNIT 1 Thinking Positively.
LESSON 1B Get to positive resolutions.
Write the verbs in brackets in the gerund or the infinitive form.

1) I can’t imagine Peter ________ (go) by bike.


2) He agreed________ (buy) a new car.
3) The question is easy ________ (answer).
4) The man asked me how ________ (get) to the airport.
5) I look forward to ________ (see) you at the weekend.
6) Are you thinking of________ (visit) London?
7) We decided________ (run) through the forest.
8) The teacher expected Sarah________ (study) hard.
9) She doesn’t mind ________ (work) the night shift.
10) I learned________ (ride) the bike at the age of 5.

Think on a problematic situation any person may have, write it down and think
of a positive solution for it, then share it with a classmate.

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5
UNIT 1 Thinking Positively.
LESSON 1C Understand personality types.
OPENING: If you had to describe yourself in a word, what would it be? Justify
your answer.
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Listen to Mr. Patrick Bet introducing


his book “the four personality types”.
Take notes on how each personality
is like. (DIGITAL AUDIO).

S- Structure: ________________________________________________________
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T- Technical: ________________________________________________________
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A- Action Oriented: __________________________________________________
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R- Relationships: _____________________________________________________
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6 B2.1
UNIT 1 Thinking Positively.
LESSON 1C Understand personality types.
Which are the advantages and disadvantages of having each of this
personalities?

Advantages Disadvantages
_________________________ _________________________
Structure ________________________ ________________________
_________________________ _________________________
Technical ________________________ ________________________
Action _________________________ _________________________
Oriented ________________________ ________________________
_________________________ _________________________
Relationships ________________________ ________________________

How do you think you should treat each


kind of person. With a partner, make a
list of Dos and Don’ts.

DO’S DONT’S
_________________________ _________________________
Structure ________________________ ________________________
_________________________ _________________________
Technical ________________________ ________________________
Action _________________________ _________________________
Oriented ________________________ ________________________
_________________________ _________________________
Relationships ________________________ ________________________

7
UNIT 1 Thinking Positively.
LESSON 1D Develop cultural literacy.
OPENING:
- How do you prepare for a job interview?
- What are some tips to have a good job interview?
- What is an appropriate attire for a job interview?
- Share an interesting story about one of your job
interviews.

Look at the following job interview role play. take notes of what you consider is
important. (DIGITAL VIDEO).
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GROUP WORK:
You are going to roleplay a job interview in couples. One student is going to
be the employer and the other is going to be the applicant. Use the following
questions as examples of what to ask and create your own.

- Tell me something about yourself.


- What are your strengths and best
skills?
- What is your major weakness?
- What are your career goals and future
plans?
- Why should we hire you?
- What salary do you expect to have?
Explain it.

8 B2.1
UNIT 1 Thinking Positively.
LESSON 1D Develop cultural Literacy.
Write down your own questions.

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Would you hire the person you interviewed? Explain your reasons.
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Which parameters were considered when you were hired in your current job?

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9
UNIT 1 Thinking Positively.
NOTES PAD
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10 B2.1
UNIT 2 The Sound of Life.

2%-(&7,9(6
By the end of this unit you
will be able to:
A)Discover the effects of music.
B)Express finished and unfinished actions.
C) Talk about music careers.
D)Talk about your favorite band or artist.

Write below the new vocabulary you


learn every class.
92&$%8/$5<
During this unit you will work on:

Elements of music, positive and


negative characteristics.

In this unit,
you will prepare
an individual
presentation about
your favorite musician,
band or singer.

11
UNIT 2 The Sound of Life.
LESSON 2A Discover the effects of music.
OPENING:
Did you know there’s a branch of psychology known as Music Therapy?
What do you know about Music Therapy?
How do you think it works?
Read the following article. study done by the Music Educators National
Conference in 2001, high school students who
were actively involved in music, through their
Positive and Negative effects of school or some other facility, scored much
music. higher math and verbal scores than their non-
musical peers.
“In recent years the effects music has on the
human brain have been slowly demystified by Music Therapy for Treating Heart
leading neurologists. Music’s place in modern
Complications:
medicine has been around, in America, Music has been proven to reduce heart and
since the 1940s; the field is technically respiratory rates. In a study done by the Arts and
known as music therapy. Music therapy is Quality of Life Research Center, patients with
a multi-faceted branch coronary heart disease
of psychology, used to found listening to music
treat physical, mental, beneficial in the forms of
social and emotional reduced blood pressure
conditions. and reduced anxiety.
While some of the
results of this study were
Function: inconclusive, because of
Music is used to treat the questionable quality
all sorts of ailments, from of the evidence, they
physical and psychiatric still show the clinical
problems to substance benefits music therapy
abuse and high stress. Many people use music can produce.
as support for a multitude of health-related
activities. Music therapists are professionals Misconceptions:
trained to use music and/or musical Many people believe that music therapy can
instruments to promote communication and only help those with musical ability; this is a
overall health and well-being in their patients. common misconception. Music therapy has
Music has shown to markedly improve the been shown to stimulate many of the same parts
learning abilities of young children, especially of the brain in musical as well as in nonmusical
in ages below five. Neurologists claim that patients. Another common misconception is that
this is because of music’s foundations in the only style of music used in therapy is classical
mathematics, e.g., ratios and fractions. In a music. The music a therapist uses with a patient
12 B2.1
UNIT 2 The Sound of Life.
LESSON 2A Discover the effects of music.
is highly dependent on the patient’s preferences, circumstances and goals.

Warning:
Unfortunately, music can also cause some serious harm in the form of tinnitus or other
permanent hearing loss/damage. Tinnitus can result from listening to music at high volumes
or amplitudes. Tinnitus is a buzzing in the ears that ranges from slight to severe. Tinnitus is a
highly subjective condition; some patients claim to perceive sounds of animals or even popular
songs. Music has also been known to cause epileptic seizures, often resulting in psychiatric
complications. In a book devoted to the studying of these rare cases, Oliver Sacks, a professor of
clinical neurology at Columbia University, writes of a woman who could not listen to a certain
popular song for more than half a minute without succumbing to violent convulsions.

Adapted from Leaf.tv in 2017.

Answer the following questions then, share your answers with the class.
How would you define music therapy: _______________________________________
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What does a music therapist do?: ___________________________________________
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What are some of the benefits of music therapy?: ______________________________
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What are some misconceptions of music therapy?: _____________________________
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Write a paragraph answering if you would try or suggest


music therapy. Give reasons.
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13
UNIT 2 The Sound of Life.
LESSON 2B Express finished and unfinished actions.
GRAMMAR TIP:
Finished and unfinished actions.
- We use the present perfect tense to talk about things where there is a connection
between the past and the present.
E.g. He ’s written 16 books.
He started writing books at some time in the past. So far, he has written 16 books. He
may write more books.
- We use the present perfect continuous when the focus is on an activity that is
unfinished.
E.g. I ’ve been reading that book you lent me. I’ve got another 50 pages to read.
Adapted from British Council in 2017.

Extra resources:
Visit the following links to get extra content.
(Link 1) and (Link 2).

Fill in the gaps with the correct form of the verbs. Use present perfect or present
perfect continuos.
1- Tom: Hi Ana. I (try)_________________ to ring you several times today. Where (you /
be) ______________________?
2- Ana: I (be) _________________ at home all the time. But I
(clean)__________________ the house all day, so maybe I didn’t hear the phone
ring.
3- Tom: (you / clean) _____________________ everything now?
4- Ana: No, not yet. I (tidy / not)_________________ up the kitchen yet. But why are you
here?
5- Tom: Don’t you remember? Jane (invited) ________________ us to her birthday party and
we (buy / not)_________________________ a present for her yet.
6- Ana: Oh, that’s right. (you / find out / already)________________________ what she
wants?
7- Tom: Well, she (learn)____________________________ Spanish for a year and wants to
spend her next holiday in Mexico. Maybe we could get her a guide book.

Taken from Ego4u.com in 2017.


14 B2.1
UNIT 2 The Sound of Life.
LESSON 2B Express finished and unfinished actions.
In couples, create a role play based on an artist interview. Student “a” has to
create questions to know the life of student “b”.
Try to infer who the other is, by using the minimun number of questions.

You can only create questions using present perfect and present perfect
continuous.
Student a (questions) Student b (answers)
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To infer who the classmate is,


consider the following information:
- Position.
- Kind of task.
- Years of experience.
- kind of company

Extra resources:
Visit the following link to get
extra content.
(Link 1).

15
UNIT 2 The Sound of Life.
LESSON 2C Talk about music careers.
Match the verses with the title that you consider is the correct one. Then, answer
the questions below.
1) “I kept the right ones out __I don’t want to miss a thing
And let the wrong ones in
Had an angel of mercy to see
me through all my sins
There were times in my life
When I was goin’ insane
Tryin to walk through
The pain”

2)“Her whole world’s come undone __Dude, looks like a lady


From lookin’ straight at the sun
What did her daddy do?
What did he put you through?
They say when Janie was arrested
They found him underneath a train
But man, he had it comin’”

3)“So never judge a book by its cover __Amazing


Or who you gonna love by your lover
Love put me wise to her love in disguise
She had the body of a Venus
Lord, imagine my surprise”

4)“I could stay awake just to hear you breathing __Janie’s got a gun
Watch you smile while you are sleeping
While you’re far away dreaming
I could spend my life in this sweet surrender
I could stay lost in this moment forever
Every moment spent with you is a moment I
treasure”

Have you ever heard any of these songs?


What kind of rhythm do you think they have?
Have you been at a rock n’ roll concert?
Was it good?

16 B2.1
UNIT 2 The Sound of Life.
LESSON 2C Talk about music careers.
Watch the interview to Steven Tyler and answer the questions below.
(DIGITAL VIDEO).
a. How long has Steven been a musician?
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b. Has he always been a country music’s fan?
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c. How many songs do you think he has written?
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d. Have you been a fan of Aerosmith’s music? Why? why not?
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Have you ever thought about playing on a rock band? Describe the musical
elements necessary to succeed as a rock star.
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17
UNIT 2 The Sound of Life.
LESSON 2D Talk about you Favorite Band or Arist.

ORAL PRESENTATION:
Think about the artist or band you like
the most, search for some information
on internet and individually present it
to your class.

Information you may include:


- Type of music.
- Origins.
- Career.
- Artist’s personality.

To conclude your presentation, answer the following questions:


What is the role of music in your life?
How does music make you feel?
What are the benefits of music?
How long have you been listening to their music?
Consider the following vocabulary

Describing music useful vocabulary.

- The melody is so sentimental: overly emotional or romantic.


- The lyrics are way too serious: not fun or happy.
- Their music is so commercial: of little artistic value; focused on popular
success.
- His sound is really dated: not up-to-date; not modern.
- Their songs are kind of repetitive: always repeat the same beat, lyrics, or
melodies.
18 B2.1
UNIT 2 The Sound of Life.
LESSON 2D Talk about you Favorite Band or Arist.
Describing artist’s personality useful vocabulary.
Positive qualities Student b (answers)
- Gifted: having a natural ability to - Eccentric: behaving in an unusual
do one or more things extremely well. way or appearing different from most
- Energetic: very active, physically people.
and mentally. - Difficult: never satisfied and hard
- Imaginative: able to think of new to please.
and interesting ideas. - Moody: becoming quickly and
- Passionate: showing a strong li- easily annoyed or unhappy.
king for something and being very - Egotistical: believing oneself to be
dedicated to it. better or more important than other
people.

Take notes in this area. You should write only key information.
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19
UNIT 2 The Sound of Life.
NOTES PAD
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20 B2.1
UNIT 3 Money counts.

2%-(&7,9(6
By the end of this unit you
will be able to:
A) Propose financial goals.
B) Express future plans.
C) Talk about personal finance.
D) Get bank services.

Write below the new vocabulary you


learn every class.
92&$%8/$5<
During this unit you will work on:

- Express remorse.
- Spending habits.

In this unit,
you will do
a roleplay about
visiting the bank.

21
UNIT 3 Money counts.
LESSON 3A Propose financial goals.
OPENING: How do you plan your finances? Describe it.
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_________________________________________________________
Read the following article.
Step 2: Prioritize.
It’s a common myth that financial planning If you want to pay off credit card debt,
is only for people in a certain age group or establish an emergency fund, save for
income bracket. retirement, buy a new house, and also create
an annual travel budget, all of that may not
But financial planning is helpful for people be possible right away. Thus, the need for
at all stages of their lives. After all, everyone prioritization.
has financial dreams and needs. Financial
planning will help you identify your goals and Step 3: Create a realistic budget.
create a strategy for achieving them. But just Financial planning startup LearnVest is
how exactly do you set financial goals? And known for its 50/20/30 Rule for budgeting,
how far in the future which specifies that no
can you realistically plan more than 50 percent
them? of your income should
Here are some steps go to essential living
to setting financial goals expenses (like housing,
so that you reach your utilities, transportation,
destination. and groceries), no less
than 20 percent should
Step 1: Figure out go to your financial
priorities (such as
what matters to
retirement planning
you.
Before creating a financial plan, you need to and an emergency fund), and no more than 30
understand your goals. Of course, most of us percent should go toward your lifestyle (things
want to save for retirement. And if you have like shopping, clothing, entertainment, fitness,
children, you’re likely thinking about a college and all the other frills in life).
savings plan. But do you want to buy a home
within the next five years? Are you planning to Woodford stresses that financial planning
buy a car at the end of this year? isn’t just for the soon-to-retire, but for everyone.
“Everyone needs a plan, and the sooner you start,
It’s important to think about your short- the better,” he advises. So get out there, get your
term goals, as well as those long-term, big- plan together, and don’t forget to keep it up to
ticket items. Perhaps you want to finance a date!
trip to Thailand, or take your parents out for Adapted from bbvacompass.com in 2017.
an expensive dinner for their anniversary.
22 B2.1
UNIT 3 Money counts.
LESSON 3A Propose financial goals.
Based on what you read before, match the following words with the image that
best describes it.
Budget - Pay off - Income
Big ticket items - Living expenses - Debt

DISCUSSION:
With a partner, discuss about the way you plan your financial goals. Do you follow
some of the tips mentioned in the reading? Do you think it is necessary to follow
a financial plan? How often do you invest on big ticket items? Take notes of your
ideas:
__________________________________________________
_________________________________________________
_________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________

23
UNIT 3 Money counts.
LESSON 3B Express future plans.
GRAMMAR TIP:
Future plans.
-Future plans with expect hope intend or plan and infinitive.
E.g. We hope to start putting some money away.
I don’t plan to be financially dependent for the rest of my life.
-Use the perfect form of an infinitive to express that an action will or might take place before a
specified time in the future.
E.g. By this time next year, I plan to have saved up enough cash to buy a new car.
Her goal is to have paid off all her debt in five years.
Her goal is to have paid off all her debt in five years.
- We use perfect future to express an action that will be completed at some point in the future.
E.g. I will have been here for six months on June 23rd.
By the time you read this I will have left.
Taken and adapted from vladweb.com in 2017.

Extra resources:
Visit the following link to get extra
content.
(Link 1)

PRACTICE:
Complete the following statements by using perfect future.
1) I (leave) by six.
_____________________________________________________________________
2) (you/finish) the report by the deadline?
_____________________________________________________________________
3) When (we/do) everything?
_____________________________________________________________________
4) She (finish) her exams by then, so we can go out for dinner.
_____________________________________________________________________
5) You (read) the book before the next class.
_____________________________________________________________________
6) She (not/finish) work by seven.
_____________________________________________________________________
7) When (you/complete) the work?
_____________________________________________________________________
8) They (arrive) by dinner time.
_____________________________________________________________________
24 B2.1
UNIT 3 Money counts.
LESSON 3B Express future plans.
Make a list of your financial plans and express them using the grammar chec-
ked before.
Short term plans. Long term plans.

_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
________________________ _______________________

SPEAKING:
Talk about the following topic, use the extra resources to enrich your speech.

Talk about your economical


priorities.
You should say, how you
prioritize your outcomes.

Extra resources:
Visit the following link to get
extra content.
(Link1).

25
UNIT 3 Money counts.
LESSON 3C Talk about personal finance.
DISCUSSION:
Answer the following questions. Support your opinion with reasons and
examples.
- Are you good at saving money?
- Would you rather save money in the bank
or at home?
- What are you saving money for?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
____________________

VOCABULARY:
Complete the definitions below with the correct expression in the box.
Just yet - Get caught up
Current expenses - Joint accounts

1)‘______________________’ is another way to say ‘now’ or ‘right now.’

2)When you ‘______________________’ doing something, you are so focused on what you are
doing that you don’t pay attention to other things around you.

3)‘______________________’ are the bills and living costs that you have to pay for right now,
not in the future.

4)When people have ‘_________________________’ it means that they share a bank account
and pool all of their money into it.

LISTENING:
Listen to Anita talking about savings, retirement,
and sharing money in a marriage, then answer the
following questions. (DIGITAL AUDIO).

26 B2.1
UNIT 3 Money counts.
LESSON 3C Talk about personal finance.

1) What is she worried about?


a) Her long-term future.
b) Her immediate future.
c) Retirement.

2) What does she want to save money for?


a) Travel expenses.
b) Being unemployed.
c) Early retirement.
d) College tuition.

3) What kind of bank account does she have?


a) Closed account.
b) Separate accounts.
c) Joint account.
d) Student account.

4) What does Anita say about separate accounts for married people?
a) They are common.
b) Her parents had one.
c) She likes them.
d) It is a back door.

Taken from elllo.org in 2017.

Why do you think it is important to save money?


___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________

27
UNIT 3 Money counts.
LESSON 3D Get bank services.
OPENING:
Describe your experiences at a bank that you have visited. Consider the following
information.

- When you visited it


- Why you went there
- What you did there
- How often you visit banks

Extra resources:
Visit the following link to get
extra content.
(Link 1).

Role Play: “Bank teller”


You are a teller in a bank. Bank clients are going to enter to your bank and make
transactions at your window.
Write down their name, the transaction, the amount, their ID and their expectations
or plans of the bank in the table below.
Name Transaction Amount ID Expectations
Mike Withdrawal $450.00 Passport He hopes to…
He will have...

28 B2.1
UNIT 3 Money counts.
LESSON 3D Get bank services.
Role Play: “Bank client”
You are a bank client and you have a list of errands to do at the bank today.
Go through the list in order. Make sure you go to a different bank teller for each
transaction. Get the teller’s signature when you finish your transaction.

Teller’s Signature Bank transaction


Cash your first check.

Deposit your money into your


account.
Cash your other check

Pay your telephone bill.

Pay your electricity bill.

Change $200 into American


money.
Deposit your remaining money.

Take a vote: The friendliest bank teller was ___________________.


Answer the following questions
Which service was the most difficult to discuss? Why?
______________________________________________________________
Which one was the easiest? Why?
______________________________________________________________
What do you think is the best characteristic a bank teller should have?
______________________________________________________________

29
UNIT 3 Money counts.
NOTES PAD
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________________

30 B2.1
UNIT 4 The changing concept of beauty.

2%-(&7,9(6
By the end of this unit you
will be able to:
A) Discuss perceptions of beauty.
B) Talk about popular trends.
C) Discuss the relevance of beauty pageants.
D) Debate the importance of personal appearance.

Write below the new vocabulary you


learn every class.
92&$%8/$5<
During this unit you will work on:

-Fashion and style.


-Appearance and self-esteem.

In this unit,
you will debate
about the concept
of beauty.
UNIT 4 The changing concept of beauty.
LESSON 4A Discuss perceptions of beauty.
WORD VISA.
Look at the following words and infer their meaning.

Beauty Features Attractiveness Assess

Manipulative Mislead Attain Groom


Read the following article.
Strength, survival
Concept of beauty changing with the At one point, there was an evolutionary aspect
to attractiveness as it was crucial to assessing
times.
strength and survival, but Dr Wyne says this
concept has changed.
Dr Tara Wyne, a clinical psychologist in “Beauty is a billion-dollar industry and it has
Dubai, said: “Cross-culturally, beauty is a pushed people to look for beauty. It’s manipulative.”
motivating factor for men and women that She said: “People continue to seek beauty out
impacts attitude, directs people’s choice in even though it’s superficial and misleading.”
partners or employees, and just has a large
impact across the board.” Successful
She said that within Studies indicate that
a culture people agree attractive people have
on certain features more successful careers
as beautiful and “it and relationships also
becomes something push people to attain
people from that culture beauty. Dr Wyne
will aspire to be and seek explained that the
out in others”. genetic lottery might give
beautiful people more
opportunities because

32 B2.1
UNIT 4 The changing concept of
beauty.
LESSON 4A Discuss perceptions of beauty.
they stand out based on their looks, and this makes other people groom themselves accordingly.

Dr Wyne said: “A society’s perception of beauty changes from each generation to the next. At one time
the hour-glass figure was beautiful whereas now it is the thin lollipop figure with a big head and thin
body. The idea of beauty has become completely inverted.”
Adapted from gulfnews.com in 2017.

READING COMPREHENSION.
Select the correct option according to the reading.
1) How are culture and beauty related?
A)There is not relation between them.
B) Beauty is agreed across all the cultures as a canon.
C) Characteristics of beauty agrees with the culture.
D) Beauty defines culture.

2) Nowadays, attractiveness is consider…


A) Crucial to assess survival.
B) A concept who has not been modified.
C) Something inside each person.
D) Necessary to obtain a good job.

3) A factor to attain beauty is...


A) Studies which support beauty as a feature to succeed.
B) Older generations were more beautiful than current generations.
C) Reaching the hour-glass figure so that people can be considered attractive.
D) Feeling accepted in laboral contexts.
Use the following chart to organize your conceptions about physical and inner
beauty. Share your opinions with your partners
Physical appearance Personality

33
UNIT 4 The changing concept of beauty.
LESSON 4B Talk about popular trends.
GRAMMAR TIP:
Quantifiers
-A quantifier is a word or phrase which is used before a noun to indicate the amount or quantity:
‘Some’, ‘many’, ‘a lot of ’ and ‘a few’ are examples of quantifiers. Quantifiers can be used with both
countable and uncountable nouns.

E.g. There are some books on the desk


He’s got only a few dollars.
How much money have you got?
There is a large quantity of fish in this river.

With Uncountable Nouns With Countable Nouns With Both


much many all
a little/little/very little * a few/few/very few ** more/most
a bit (of) a number (of) less/least
a great deal of several no/none
a large amount of a large number of not any
a large quantity of a great number of some
a majority of any
a lot of
plenty of
* NOTE
little, very little mean that there is not enough of something.
a little means that there is not a lot of something, but there is enough.
** NOTE
few, very few mean that there is not enough of something.
a few means that there is not a lot of something, but there is enough.
Taken from MyEnglishPages.com in 2018.
GRAMMAR PRACTICE:
Circle the correct quantifier.
1) They have had (many / lots of / a lot / little) homework in mathematics recently.
2) How (much / any / few / most) time do you need to finish the work?
3) There are too ( much / any / many / lots of ) students in the library.
4) Have you visited ( any / many / lots of / a lot ) foreign countries?
5) Although he’s very ill, he didn’t take ( much / any / few /most ) medicine.
6) ( Much / Any / Few / Most ) people know as much about linguistics as John does.
7) They say ( any / many / a lot / little ) knowledge is a dangerous thing.
8) He’s having ( much / any / a lot / little ) of trouble passing his driving test.
9) I spend ( many / lots of / few / most ) of my time reading novels.
10) He knows ( many / lots of / a lot / little ) English. He knows enough English to manage.
34 B2.1
UNIT 4 The changing concept of
beauty.
LESSON 4B Talk about popular trends.
Read the following article. trends expert, Long Tall Sally analyzed thousands
of global trends via street style images, local
influencers and Instagram posts. The trends were
These Are 2017’s Most Popular Fashion then cross-referenced with Instagram data from
Trends From All Over The World. the last 12 months. The top trend in each country
Yes, millennial pink is definitely on the list. was determined by looking at the most frequently
A glimpse of the world’s top fashion trends of used trend-related hashtag.
2017. For example, in Seoul, South Korea, oversized
If you like to stay on top of fashion trends, sleeves were determined to be the top trend, with
looking at runway shows is a great place to start, 15,638 hashtags. In Bangkok, Thailand, millennial
pink was all the rage,
but they’re not always
hashtagged 15,411 times,
indicative of popular
and over 2,420 Instagram
trends in countries
posts in Nigeria showed
around the world.
love for off-the-shoulder
Lucky for us, the folks
looks.
at fashion retailer Long
The most classically
Tall Sally researched the
simple trend, the plain
top trends worn all over
white T-shirt, reigned
the globe. Not only is
supreme in France, while
it interesting to see the
fashionistas in the United
trends people in other
countries love, but the Kingdom were all about metallic shoes. In America, style differences
results also provide a between east and west were clear, with West Coasters loving their logo
little fashion inspiration tees and East Coasters rocking colorful faux fur.
for your wardrobe. Taken from Huffingtonpost.com in 2018.

With the help of a

Use quantifiers to talk about some of the trends mentioned in the previous article.
_________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
___________________________________
35
UNIT 4 The changing concept of beauty.
LESSON 4C Discuss the relevance of beauty pageants.
DISCUSSION: Which aspects do you take into account to say that someone
is beautiful or not?
What is beauty for you?
Why do certain configurations of shape atract us so much?

__________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
________________________________

LISTENING:
Listen to the following videos about “beauty pageants”, then answer the questions
below. (DIGITAL AUDIO 1) and (DIGITAL AUDIO 2).
What opinion do they share about beauty pageants?: __________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Why do you think beauty pageants are common in different countries?: ___________________
_____________________________________________________________________________
_____________________________________________________________________________

Is being beauty a universal pattern? Justify your answer: ________________________________


_____________________________________________________________________________
_____________________________________________________________________________

According to the videos, which intentions do you find in having this sort of competitions?:
____________________________________________________________________________
_________________________________________________
___________________________________________

Have you ever been part of a beauty pageant? if so, how was
it?: ______________________________________________
_________________________________________________
__________________________________________

36 B2.1
UNIT 4 The changing concept of
beauty.
LESSON 4C Discuss the relevance of beauty pageants.
LISTENING
Now, listen to Aimee al Gilda talking about Beauty Pageants in Venezuela, then,
complete the sentences with the words below. (DIGITAL AUDIO).
economic • surgery • easy money
keen on • huge thing • national

1- Carnival in Brazil is a ______________ .

2- Cricket in India is a source of _______________ pride.

3- Are you _____________ coming with me?

4- The stock market looks like ____________________ but it’s risky.

5- I hurt my back and need ________________________ .

6- We are worried about the ______________ situation.

Debate:
In couples, debate about the relevance of having beauty pageants in your country.
Student “a” must agree with them and student “b” must disagree. Use the space
below to take notes about your ideas.
_________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
____________________________________

37
UNIT 4 The changing concept of beauty.
LESSON 4D Debate the importance of physical appearance.
OPENING:
Answer the following questions, write down your opinions in a paragraph.
- Do you consider physical
appearance an important factor
when getting a job?
- Do you consider physical
appearance an important factor
while making friends?
- How would you assess your
style? Why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Debate:
Prepare a debate about the questions above. Decide with your classmates how you
are going to organize the debate. Consider the following aspects.
Moderator: ___________________________________________________
Time per intervention: __________________________________________
Main question(s): ______________________________________________
Auxiliar question(s): ____________________________________________

Extra resources:
Visit the following link to get extra
content.
(Link 1) and (Link 2).

38 B2.1
UNIT 4 The changing concept of
beauty.
LESSON 4D Debate the importance of physical appearance.
Argument
Organize one strong argument to debate using the following template.

Claim: your main stance or overall argument.

Reasons: Main points that use logic or reaso-


ning to justify your claim.

Data: Evidence (facts) that support the rea-


sons(claims).

Joint: The warrant or bridge that connects data


to the writer’s reasons and claim

Counterclaim: A claim that disagrees with your


claim (the opposition’s stance)

Rebuttal: Evidence that disputes or disagrees


with the counterclaim.

Conclusion: Summary of the information given


getting back to your claim

Summarize in two sentences the conclusions of the debate.


__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_____________________________________________________________
39
UNIT 4 The changing concept of beauty.
NOTES PAD
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________________

40 B2.1
UNIT 5 The place we live in.

OBJECTIVES
By the end of this unit you
will be able to:
A) Mention pros and cons of a big city.
D) Complain public behavior.
C) Discuss about touristic places in other countries.
D) Debate life in big city vs countryside.

Write here the new vocabulary you


learn every class
VOCABULAR Y
During this unit you will practice:

- Adjectives to describe places


and transportation.
-Pet peeves.
-Environment.

In this unit,
you will debate
about living in big cities
versus living in the
countryside.

41
UNIT 5 The place we live in.
LESSON 5A Mention pros and cons of a big city.
Read the following article. -Traffic
Traffic can be a nightmare in the big city. It
can get so bad that it can turn you into an evil
Big City Disadvantages person. If you hate driving in traffic, than the
big city life is not for you.
Life in the big city is fast-paced, fun and -Pollution
exciting. There are countless job opportunities Pollution is a sad reality for big city life and
and activities to occupy your time. However, one of the biggest disadvantages. It would
with the good, also comes the bad. After living always sadden me when I would drive into the
a big city for eight years, I experienced both city for work in the morning in the summertime
the advantages and disadvantages of big city and see huge cloud of smog hovering over
life. For me, towards the the downtown skyline.
end, the disadvantages Unfortunately, pollution
were out weighing the may always be a problem
advantages. in the big city despite the
-Jobs. efforts made to reduce
Although, the big pollution such as the signs
city has more job on the highway stating to
opportunities; there not fill-up on gas or mow
are also more people your yard until after 6:00
competing for a single p.m.
job. This can make your -Crime
job search frustrating. There is always more
Oddly enough, you will see hundreds, if not crime in a big city, causing you to second
thousands of jobs available each week, but guess your decision for living in a big city.
you still might remain unemployed, especially You are much more likely to be a victim of
when the economy is down. For example, a crime living in a big city than in a small
you might be qualified for a job, but 10 other town. However, I must say, after eight years
people who are applying for the position are of living in a big city, and in the not-so-great
slightly more qualified. Maybe they have part of the town; I was never a victim of a
more job experience or a master’s degree and crime other than some kid putting their gum
you just have a bachelor’s. on my car once.
-Cost-of-Living
The cost-of-living is typically higher in big Adapted from Whattoexpect.com in 2018.
cities, and it can cost you an arm and a leg for
a small apartment in a decent area of the city.
However, it is possible to find a cheaper place
to live (I did twice), but typically it is in the
not so great part of the city.

42 B2.1
UNIT 5 The place we live in.
LESSON 5A Mention pros and cons of a big city.
Match the vocabulary from the text with the correct definition.
Fast-paced. Extremely expensive

Cost-of-living. A shape or pattern made against the


sky, especially by buildings.

Cost you an arm and a leg. To criticize someone for an action or


event

Skyline Happening very quickly

Second guess The amount of money that a person


needs to live comfortably

Answer true or false to the following statements


1) Finding a job is very easy in big cities. T _ F_

2) Living in a big city is not expensive. T _ F _

3)There is a lot of traffic in a big city. T _ F _

4) There is a lot of pollution in a big city. T _ F _

5) You are less likely to be the victim of a crime in a big city. T _ F_


Describe your dreamed place to live to your classmates. Give details.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
________________________________________

Discuss the following questions with the class.


Did you grow up in a big city or in a small town?
What do you like or dislike about living in a big city?
What do you like or dislike about living in a small town?
Where do you prefer to live, a small town or a big city?
43
UNIT 5 The place we live in.
LESSON 5B Complain public behavior.
OPENING:
What public conducts tick you off?
What are the worst problems in your city?
Do youlike living where you live?

GRAMMAR TIP:
PAIRED CONJUNCTIONS:

- Neither… nor

We can use neither as a conjunction with nor. It connects two or more negative alternatives. This
can sound formal in speaking:
E.g.
Neither Brian nor his wife mentioned anything about moving house.
Neither Italy nor France got to the quarter finals last year.

- Either…. or

We can use either...or to emphasise a choice. (Either…or is used to refer to two things or people.)
In most cases ‘either’ can be omitted. IF you want to give a negative intention, either must be used
with a negative auxiliar.
E.g.
You can either stay here or come with us.
It was either John or Peter who received your message.

- Not only… but (also)

We can use Not only… but (also) if we want to express a connection between related ideas.
E.g.
Not only money but also food should be shared with homeless.

Adapted from gingersoftware.com in 2018.

Extra resources:
Visit the following link to get extra
content.
(Link 1), (Link 2) and (Link 3).
44 B2.1
UNIT 5 The place we live in.
LESSON 4B Complain public behavior.
GRAMMAR PRACTICE:
Choose the correct paired conjunction.
1. I like __________ singing opera _______________ spending my spare time practicing
ballroom dances.
A. not only / but also
C. neither / nor
D. either/or

2. ______________ Joe _______ his sisters could understand what their parents were saying
when they spoke French.
A. not only / but also
C. neither / nor
D. either/or

3. Have you made a decision about _______ to go to the movies _______ not?
A. not only / but also
C. neither / nor
D. either/or

Adapted from gingersoftware.com in 2018.


List some pet peeves that really annoy you. Then write sentences with paired
conjunctions to express your opinion.
Consider some of these pet peeves as examples: gossiping, making noisy , graffiti…
You could talk about some public places as office, restaurant, library, museums,
movie theaters…
Useful expressions: what I really hate is… something
that takes me off is… I can’t stand…
____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________

45
UNIT 5 The place we live in.
LESSON 5C Discuss about touristic places in other countries.
DISCUSSION:
Answer the following questions.
What is the most famous place in your city?
Why is it famous? ________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
__________________________________
___________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
__________________

LISTENING:
Listen to a journalist describing a wonderful place, after this mark true or false to
the next statements. (DIGITAL AUDIO).

Statements True False

1. Well-dressed men areired by stores to greet female


shoppers.

2. The Champs Elysees are more romantic by night than


by day.

3. Hardly any of the people who frequent the Champs


Elysees are French.

4. People can pay to hire a sports car on the Champs


Elysees.

5. The shops no longer sell quality products.

46 B2.1
UNIT 5 The place we live in.
LESSON 5C Discuss about touristic places in other countries.
Mention three different facts that the journalist explained of Champs Elysees.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________________________________________________________

Would you rather visit Champs Elysees or The Louvre Museum? Justify your
answer.
_________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
____________________________________

Have you ever met a similar place? Describe it.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________________________________________________________
47
UNIT 5 The place we live in.
LESSON 5D Debate life in big city vs countryside.
OPENING:
Answer the following questions, write down your opinions in a paragraph.

- Do you like the place you


live in?
- Where would you prefer
to live?
- What’s the best part about
the place where you live?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________________________________________
Watch the following video.
Why does she prefer living in London? list here her arguments, summarize them
in no more than two sentences.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
________________________________________________________
Extra resources:
To study more, go to the digital version at
http://passport.edu.co/libros-pdf/

48 B2.1
UNIT 5 The place we live in.
LESSON 5D Debate life in big city vs countryside.
GROUP WORK:
Work in three groups. One group is going to defend life in the countryside; other,
life in a big city; and other, life in a suburban area.
Use this space to write the points of view you are going to defend.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________________________________________

Countryside Suburbs Downtown

Loft Flat Cottage

CONCLUSION:

Which group had the best arguments?


How did they persuade you that their place was better than yours?
Did you change your opinion about the different places you can live in? Why?

49
UNIT 5 The place we live in.
NOTES PAD
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50 B2.1
UNIT 6 Pets and Animals.

2%-(&7,9(6
By the end of this unit you
will be able to:
A) Discuss opinions about animal treatments.
B) Describe how to take care of a pet.
C) Talk about pets.
D) Debate about ethical issues related to animals.

Write below the new vocabulary you


learn every class.
92&$%8/$5<
During this unit you will work on:

- Treatment and use of animals.


- Character traits.

In this unit,
you will debate
about ethical
treatment of animals.
UNIT 6 Pets and Animals.
LESSON 6A Discuss opinions about animal treatments.
DISCUSSION:
Can the animals you eat be treated humanely?
In which ways could it be done?
Read the following article. attempt, how many cows are making noise in
the pens, and so on -- that allowed her to grade
plants.
Devising guidelines.
The results were abysmal: Just a third of
Grandin has been studying animals since plants passed her requirements for stunning
the 1970s, but her most famous work began in cattle, killing them with a single shot.
1991, when the trade group for meat packers, The system allowed any auditor to rank a
the American Meat Institute (AMI), set its facility by the numbers.
own guidelines for animal handling.
By the early 1990s, packers were under fire. A plant either passes or fails. To pass, at least
95 percent of animals must
Federal rules, penned be stunned after a single
in 1958 and broadened shot from a bolt gun; no
in 1978, set out how more than 3 percent of
to treat animals in cattle should be vocalizing
the slaughterhouse. on their way to slaughter.
Through the 1980s,
gruesome details It is no surprise, then,
emerged about the that Grandin’s efforts
industry’s treatment of caught the eye of some of
animals. Besieged by the nation’s largest buyers
animal rights activists of meat and poultry. In
and concerned about public fallout, the 1997, McDonald’s named her its key animal
industry decided to fix things. They turned to welfare adviser. Her next audits, in 1999 for
Grandin. McDonald’s, found remarkable improvement
in the plants just three years after the USDA
She offered general recommendations, findings.
but few specific measures to improve animal
conditions. Then in 1996, at the request of Progress continued. Last year’s audit
the U.S. Department of Agriculture, Grandin found just three beef plants out of 50 with an
began to audit processing plants, checking unacceptable rate for stunning. “You can hold
their compliance with both government and the plan to a very high standard,” she argues,
industry standards. She devised a scoring “but it can never be perfect.”
system with specific data points -- what
percentage of animals are killed on the first Adapted from NBCNEWS in 2018.
52 B2.1
UNIT 6 Pets and Animals.
LESSON 6A Discuss opinions about animal treatments.
Give a definition of the following words then, Create a sentence using each one if
the words listed below.
Guidelines: ______________________________________________________________________
__________________________________________________________________________
Handling: _______________________________________________________________________
__________________________________________________________________________
Gruesome: _______________________________________________________________________
__________________________________________________________________________
Fallout: _________________________________________________________________________
__________________________________________________________________________
Stunning cattle: ___________________________________________________________________
__________________________________________________________________________
Shot: ___________________________________________________________________________
__________________________________________________________________________
Welfare: _________________________________________________________________________
_________________________________________________________________________
READING DISCUSSION:
If you had the opportunity of creating a law about animals welfare, what should it
contain? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
________________________________________

Discuss with the class your ideas and make a conclusion.


_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________________________________________________________________________
53
UNIT 6 Pets and Animals.
LESSON 6B Describe how to take care of a pet.
OPENING:
Does your country have specific policies concerning pets’ care and animals’
treatment?
Describe them.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________
GRAMMAR TIP:
Passive Modals
The passive voice is used to emphasize in the object or person that receives the action.

Active voice:
- My dog broke the window.

Passive voice:
- The window was broken by my dog.
Active voice: Passive voice:
Our English teacher may give an exam today. An exam may be given by our English teacher
today.
Thomas has written many books. Many books have been written by Thomas.

Do you have to pay the bill before leaving the The bill has to be paid before leaving the
restaurant? restaurant?
Juan can give them some information about the Some information can be given about the job by
job. Juan.
You must obey the traffic rules. The traffic rules must be obeyed.

I should buy this car. This car should be bought by me.

Adapted from www.grammarbank.com in 2017.

Extra resources:
Visit the following link to get extra content.
(Link 1).
54 B2.1
UNIT 6 Pets and Animals.
LESSON 6B Describe how to take care of a pet.
Go to lesson 6A and highlight as many expression with passive voice as you can.
Look at the following expresions, then, complete the sentences below.
Was obligated to are believed to have been is known to have experienced
is not known are thought to be was packed
is thought to have been was seen were made to
was brought

- A plane carrying 15 members of the government to a conference in Brussels is


known to have experienced a small scale fire earlier this morning.
- The plane ________________________about 20 minutes into its journey when
the fire occurred in the luggage department.
- It ________________________ how the plane caught fire, but early eyewitness
reports confirm that a trail of smoke _____________________ coming from the
undercarriage.
- The fire _____________ rapidly under control, but the pilot ________________
make an emergency landing. Five people _____________________treated for shock.
- The plane _____________________________ with business people flying to
Belgium.
- All 209 passengers ________________________________ stay behind for
questioning after landing at a military airport in northern France.
- Police __________________________ treating the incident as suspicious.

Taken from English grammar in 2018.


Rewrite the sentences into passive voice and add modal verbs when possible
1. A friendly neighbour checked our lizard on our vacations.
2. They must have sent the concentrate feed two weeks ago.
3. People can speak English in most parts of the world.
Write a paragraph explaining what should a person do for the maintenance of a
pet.

______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________
55
UNIT 6 Pets and Animals.
LESSON 6C Talk about pets.

OPENING:
Talk about the pets you had when you were little. If you didn’t have, talk about
the pets you wanted to have.
____________________________________
______________________________________
_____________________________________
_____________________________________
______________________________________
______________________________________
______________________________________
_________________________________

LISTENING:
Listen to the conversation and choose the correct answer. (DIGITAL AUDIO).
1) What does Lucinda say about having 3) What does she say about the pony?
pets? a) It’s at her grandfather’s house.
a) She had many pets. b) It’s named Lady.
b) She is allergic to pets. c) It’s at her aunt’s house.
c) She could have chickens. d) She still rides it.
d) Her pets did not live with her.
4) What animals are at her grandparents’
2) What does she say about the dog and the home?
cat? a) A horse.
a) They lived at her father’s house. b) Cattle.
b) The cat was named Luigi. c) Sheep.
c) The dog was named after a plane. d) Dogs.
d) The cat was a show champion.
Taken from Elllo.org in 2018.

Listen to the conversation again and define the following expressions.


Reserve: __________________________________________________________________
Apart from: _______________________________________________________________
Divorced: _________________________________________________________________
Auntie: ___________________________________________________________________
Ruined: __________________________________________________________________

56 B2.1
UNIT 6 Pets and Animals.
LESSON 6C Talk about Pets.
Complete the sentences with the words in the box
reserve • apart • divorced
auntie • ruined

1. My best friend just got ____________ for the second time.

2. For our vacation, we are going to a natural ________________ in Costa Rica.

3. __________________ from going to the gym, he spends most of the day in his house.

4. I can’t believe you __________________ my leather jacket by wearing it in the rain.

5. My __________ is excellent at sewing. I want her to teach me how to make blankets.

Create a conversation where you interview someone with a great quantity and
variety of pets
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________________________________________________________

What do you think about considering pets as babies? Give your opinion.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________________________________________________________________
57
UNIT 6 Pets and Animals.
LESSON 6D Debate about ethical issues related to animals.
OPENING:
Read quickly the posts below, where might you find each?

“Ringling Bros and Barnum &


Bailey. The greatest show on earth.
New Jungle Circus. A complete big
trained animal show gratuitously
“Nearly one in 10 dairy farms added.
across England and Wales have Animals are not ours to eat,
closed in the last three years, an wear, experiment on, use for
industry body has reported. More entertainment, or abuse in other
than 1,000 have closed since June way.”
2013, according to the Agriculture
and Horticulture Development
Board (AHDB). North Yorkshire
lost 89 farms, the highest total of “Sea turtles are one of the Earth’s
any county, while Berkshire saw the most ancient creatures. The seven
greatest rate of decline with a third species that can be found today have
of farms closing.” been around for 110 million years,
since the time of the dinosaurs. The
sea turtle’s shell, or “carapace” is
streamlined for swimming through
Adapted from bbc.com in 2018. the water. Unlike other turtles, sea
Taken from peta.org in 2018 turtles cannot retract their legs and
Taken from defenders.org in 2018 head into their shells. Their color
varies between yellow, greenish and
black depending on the species.”

Do you think any of these excerpts refer to any abuse of animal rights? Why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________________________________________
58 B2.1
UNIT 6 Pets and Animals.
LESSON 6D Debate about ethical issues related to animals.
DISCUSSION:
Answer the following questions, provide reasons for your choosing.
Are you vegetarian? Why?
_______________________________________________________________________________
__________________________________________________________________________
If you are not, would you eat any of the following animals? (Horse, vel, dog, squirrel, snake,
alligator, rabbit.)
_______________________________________________________________________________
__________________________________________________________________________
Do you have a pet? If yes, what sort? Would it be more comfortable in a different environment?
_______________________________________________________________________________
_________________________________________________________________________
Do you wear leather clothing? What about fur?
_______________________________________________________________________________
_________________________________________________________________________

USEFUL VOCABULARY:

Agreeing Partly agreeing


That’s right! I agree up to a point, but ...
Absolutely! Disagreeing I see your point, but ...
Exactly! I don’t agree! That’s partly true, but ...
Me too! I totally disagree! I’m not so sure about that.
Yes, I agree! Absolutely not!
I totally agree! That’s not right!
I couldn’t agree more! I’m not sure about that.
I see exactly what you mean!
You’re right. That’s a good
point.

Conclusion:
Write to sentences summarizing the discussion:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Adapted from taboos and issues in 2018.
59
UNIT 6 Pets and Animals.
NOTES PAD
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60 B2.1
UNIT 7 Shopping spree.

OBJECTIVES
By the end of this unit you
will be able to:
A) Talk about shopping habits.
B) Recognize tools for persuasion.
C) Share Shopping Experiences.
D) Persuade people to buy.

Write here the new vocabulary you


learn every class
VOCABULAR Y
During this unit you will practice:

- Low and high prices.


- Description.
- How to persuade.

In this unit, you will


persuade people to buy.

61
UNIT 7 Shopping spree.
LESSON 7A Talk about shopping habits.
DISCUSSION:
Why do you buy things or services?
When was the last time you went shopping?
How often do you go shopping?
Read the following article. airplanes to fulfill our desire for adventure.” Levitin says.
Showing that your brand fits with an adventure lifestyle
Reasons Why People Really Buy
is a good angle.
Shari Levitin is the author of Heart and Sell:
10 Universal Truths Every Salesperson Needs to Significance
Know (Career Press, 2017). She notes: “When “People today are consumed with a desire for ‘likes,’
companies connect with their customers’ friends, connections, and fame. Yes, there’s actually a
deep emotional motivators, the pay-off can be little Kardashian in most of us. The average Millennial
huge.” Her book details some of the lessons she shifts among devices and apps 25 times every non-
learned from many years of sales and leadership working hour in pursuit of the neurochemical high of
approval.” Levitin says. She jokes, “By the way, please
training, centering on
‘like’ this article!”
the ‘core emotional
motivators’ that
companies must uncover
Relationships
“Research shows that people
in order to sell. She
with stronger relationships have
shared the five primary
tougher immune systems, get
reasons why people
sick less often and heal faster,”
really buy with Forbes:
Levitin says. Marketing to social
bonds can be very effective.
Safety
This is why every laundry ad
“The U.S. Department
features happy families!
of Defense spends
more than $57 million per hour to keep the Health and wellness
American people safe,” Levitin notes. “The need “The popularity of spas, revitalizing creams,
for self-protection is a desire that is timeless and supplements, and you-deserve-it type products
universal.” Products that can successfully play to and services has increased 50 fold over the past
fear and offer a solution that makes us less afraid, few years,” Levitin says. “Revitalization products
are more likely to sell. Fear of missing out can promise exhausted consumers a mental, physical, and
also motivate people to act quickly. emotional uplift they’ll happily pay big bucks for.”

Adventure Adapted from Forbes.com in 2018.


“We invest in fly-fishing trips and Jeeps. We
drink unblended Scotch, travel to Tierra del
Fuego, dance, ride rollercoasters, and jump out of

62 B2.1
UNIT 7 Shopping spree.
LESSON 7A Talk about shopping habits.
Think in a product or service that you have bought in order to have safety, adventure,
significance, relationships and health & wellness. Describe it.
Safety: __________________________________________________________________________
________________________________________________________________________________
_____________________________________________________________________________
Adventure: _______________________________________________________________________
________________________________________________________________________________
_____________________________________________________________________________
Significance: _____________________________________________________________________
________________________________________________________________________________
_____________________________________________________________________________
Relationships: ____________________________________________________________________
________________________________________________________________________________
_____________________________________________________________________________
Health and Wellness: _______________________________________________________________
________________________________________________________________________________
____________________________________________________________________________
READING COMPREHENSION:
Summarize the following reading in a mind map. Consider main ideas, supporting
ideas and details. (Remember that in mind maps you only register important
information in keywords, no sentences).

63
UNIT 7 Shopping spree.
LESSON 7B Recognize tools for persuasion.
GRAMMAR TIP:
Passive Gerunds and Infinitives.
Passive infinitives are used with verbs like want, need, like, hate, hope, love, etc. and
it is formed using to be + past participle of the secondary verb.
And in the passive gerunds are used the words being and getting that are the
gerund form of the verbs be and get + past participle of the secondary verb.
FORM ACTIVE PASSIVE
GERUND I don’t like people telling me I don’t like being told what to
what to do. do.
INFINITIVE I want them to take this table I want this table to be taken
away. away.

Rewrite the sentences in passive voice.


1. She doesn’t like it when people tease her.
________________________________________________________________
2. Most people don’t steal because they are afraid that someone will catch them.
________________________________________________________________
3. To be told you are not good can destroy your confidence.
________________________________________________________________
4. I hate it when people ask me stupid questions.
________________________________________________________________
5. It’s dangerous to use the equipment if nobody instructs you.
________________________________________________________________
6. She was very angry that they kept her waiting.
________________________________________________________________

Taken from pc.ut.ee in 2018.


Use the verbs in brackets to complete the sentences using passive voice.
A. The students don’t look forward to __________ _________ on their math skills. (test)
B. __________ ___________ to live in solitary confinement was very difficult. (force)
C. Rabbits live in fear of __________ ___________ alive by a fox or a large bird. (eat)
D. The customer insists on _________ ___________ a refund for his purchase. (give)
E. _________ __________ at the moment are the concerns of the parents. (address)
F. Martha hates __________ __________ to stay late at work. (ask)

64 B2.1
UNIT 7 Shopping spree.
LESSON 7B Recognize tools for persuasion.
Read the following text and answer than a firefighter. If an audience cannot trust you,
you will not be able to persuade them. Pathos is
the questions below.
a speaker’s way of connecting with an audience’s
Tools for persuasion.
emotions. For example, a speaker who is trying to
convince an audience to vote for him might say that
Persuasion is the art of convincing someone
he alone can save the country from a terrible war.
to agree with your point of view. According
These images are intended to fill the viewers
to the ancient Greek with pity. Logos is the use of facts,
philosopher Aristotle, information, statistics, or other
there are three basic evidence to make your argument
tools of persuasion: more convincing. For example, a
ethos, pathos, and logos. commercial for soap might tell you
Ethos is a speaker’s that laboratory tests have shown
way of convincing the that their soap kills all 7,000,000 of
audience that she is a the bacteria living on your hands
credible source. After right now. The next time you listen
all, you would be more to a speech, watch a commercial, or listen to a friend try to
likely to listen to advice convince you to lend him some money, be on the lookout for
about how to take care of these ancient Greek tools of persuasion.
your teeth from a dentist
Adapted from www.englishforeveryone.org in 2018.

Highlight five sentences from the text and turn them into passive voice using
gerunds or infinitives.

Active. Passive.

65
UNIT 7 Shopping spree.
LESSON 7C Share shopping experiences.

OPENING:
-How often do you go shopping?
-What do you usually buy?
-Do you have a spending budget?
-How do you usually pay, cash or
credit?
_________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________________
_______________________________________________________________________

LISTENING:
Listen to the conversation and answer the questions. (DIGITAL AUDIO).
1) How does Tom feel about bargaining? 4) What was Tom buying for his mother?
a) Indifferent a) Trousers
b) Uncomfortable b) Ties
c) Motivated c) Both

2) What do they recommend? 5) What does Joel want shoes for?


a) Telling a story a) To wear to work
b) Raising your voice b) To sell in America
c) Looking really sad c) To wear at Christmas

3) How much of a discount can you get? Taken from elllo.org in 2018.
a) 30 percent
b) 50 percent
c) 70 percent
Listen again to the conversation and complete the sentences with the vocabulary
in the box.
haggled • market stall • deal • trick to it
1. It was my first week of work, so I had to learn about company policies and that whole
__________________.
2. He wanted $30 for this sweater, but I ________________ him down to about $15.
3. The ___________________ over there is where I always buy my fruit.
4. This door won’t open. Is there a ___________________ or something?
66 B2.1
UNIT 7 Shopping spree.
LESSON 7C Share shopping experiences.
Match the vocabulary with the definition.
- Haggle -Usually a table with something to protect it from the sun. It is an informal
shop where people sell fruits, vegetables, food, clothes, etc. on the street.

- Market Stall -What makes something work in an easier or faster way.

- Deal -To negotiate a price for something that you want to buy.

- Trick to it -Refers to the long process involved in something.


Adapted from Elllo.org in 2018.

Create a conversation where you talk about shopping using credit cards.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______________________________________________________________________

Useful Vocabulary
stuff (noun): miscellaneous items.
- His room is filled with stuff he bought on his credit card.
dough (noun): informal for money.
- He didn’t have enough dough to buy the TV, so he borrowed money from his brother.
in the world: used to emphasize something you say.
- Why in the world would you buy an expensive TV if you didn’t have enough money?
rating (noun): a measure to show how good something is.
- You should look over the ratings for MP3 players before you buy one.
over (preposition): during.
- You shouldn’t travel over the weekend because the weather is expected to be terrible.
spend yourself in a hole (idiom): spend too much that leads to heavy debt.
- Some people spend themselves in a hole because they can’t control their shopping habits.
67
UNIT 7 Shopping spree.
LESSON 7D Persuade people to buy.
Read the following excerpts from an article. Look at the advertising campaigns that
are listed on it.
Did you know that, once upon a time, Nike’s product catered
almost exclusively to marathon runners? Then, a fitness craze
emerged -- and the folks in Nike’s marketing department
knew they needed to take advantage of it to surpass their main
competitor, Reebok. (At the time, Reebok was selling more
shoes than Nike). And so, in the late 1980s, Nike created the
“Just Do It.” campaign.
It was a hit.
In 1988, Nike sales were at $800 million; by 1998, sales
exceeded $9.2 billion. “Just Do It.” was short and sweet, yet
encapsulated everything people felt when they were exercising
-- and people still feel that feeling today. Don’t want to run
five miles? Just Do It. Don’t want walk up four flights of stairs?
Just Do It. It’s a slogan we can all relate to: the drive to push
ourselves beyond our limits. When the campaign started, Absolut had a measly 2.5%
of the vodka market. When it ended in the late 2000s,
Absolut was importing 4.5 million cases per year, or half of
all imported vodka in the U.S.
So what’s a marketer’s lesson here? No matter how boring
your product looks, it doesn’t mean you can’t tell your story
in an interesting way. Let me repeat: Absolut created 1500
ads of one bottle. Be determined and differentiate your
product in the same way.

Many marketing and advertising professionals like to call


Volkswagen’s “Think Small” campaign the gold standard.
Created in 1960 by a legendary advertising group at Doyle
Dane & Bernbach (DDB), the campaign set out to answer one
question: How do you change peoples’ perceptions not only
about a product, but also about an entire group of people?

See, Americans always had a propensity to buy big American


cars -- and even 15 years after WWII ended, most Americans
were still not buying small German cars. So what did this
Volkswagen advertisement do? It played right into the audience’s
expectations. You think I’m small? Yeah, I am. They never tried
to be something they were not.
Think it’s easy to create a whole new market
for your product? The Miller Brewing Company
(now MillerCoors) did just that with the light beer
market -- and dominated it. The goal of the “Great
Adapted from blog.hubspot. Taste, Less Filling” campaign was getting “real
men” to drink light beer, but they were battling the
com in 2018.
common misconception that light beer can never
actually taste good. Taking the debate head-on,
Miller featured masculine models drinking their
light beer and declaring it great tasting.

68 B2.1
UNIT 7 Shopping spree.
LESSON 7D Persuade people to buy.
DISCUSSION:
Answer the following questions, provide reasons for your choosing.
What do they have in common?: _____________________________________________________
_____________________________________________________________________________
Do you feel attracted by any of these?: ________________________________________________
_____________________________________________________________________________
Have you ever seen this advertising previously? If so, where? Why do you remember it?: _________
____________________________________________________________________________
How do you think they designed this campaigns? List your ideas bellow, then, discuss the answers
with the class. ____________________________________________________________________
_____________________________________________________________________________
Select a product you use daily, prepare a
campaign to sell it.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Describe the qualities and
__________________________________________
advantages of buying this
__________________________________________
product. Think in what
__________________________________________
makes the product unique.
__________________________________________
Create an attractive slogan.
__________________________________________
Offer diverse uses to the
__________________________________________
product.
__________________________________________
__________________________________________
__________________________________________
_____________________________________
69
UNIT 7 Shopping spree.
NOTES PAD
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________________

70 B2.1
UNIT 8 New families

2%-(&7,9(6
By the end of this unit you
will be able to:
A) Talk about generations.
B) Discuss about teenage behavior.
C) Describe family relationships.
D) Define family roles.

Write below the new vocabulary you


learn every class.
92&$%8/$5<
During this unit you will work on:

- Examples of teen behavior.


Parent
- teenager relationships.

In this unit,
you will create
a role play about
a modern family.

71
UNIT 8 New families
LESSON 8A Talk about generations.
DISCUSSION:
What is a millennial?
How do they behave?
Read the following article. inconvenient breakfast choice because they had to clean
up after eating it. In the college cafeteria, eating any
5 THINGS MILLENNIALS ARE
cereal you want for three meals a day is no longer a rite
BLAMED FOR of passage. Bon Appétit Management Company, the
California food service firm whose clients include tech
MILLENNIALS HAVE RUINED…NAPKINS giants like Google and more than 100 college campuses,
“Many consumers, in particular younger said other options were preferred at breakfast. Locally
ones, aren’t buying paper napkins. A growing made granola, protein bars and hot cereals like congee
number are using paper towels at the table or oatmeal are popular.” — Read more at NY Times.
instead. In a February survey, only 56 percent
of consumers said they had purchased paper MILLENNIALS HAVE RUINED…BEER
napkins in the past “Major brands like Budweiser,
six months, while 86 Coors and Miller are feeling the
percent purchased paper brunt of the move as millennials
towels. The survey, by choose wine, spirits, and craft
marketing intelligence and imported beers when
agency Mintel, indicated they want to get a little loose,
that economizing according to the Goldman
consumers saw paper report. The report left some
napkins as replaceable brewers’ shares looking flat and
by other products, stale.” — Read more at NY Post.
whether paper towels or
cloth.” — Read more at MILLENNIALS HAVE
Washington Post. RUINED…KNOWING ABOUT COWS
“While they may have spotted a cow on television,
MILLENNIALS HAVE RUINED…BAR SOAP 12 per cent of 18 to 24-year-olds are so unfamiliar
“[A]lmost half (48%) of all U.S. consumers with the countryside they have never seen cattle in
believe bar soaps are covered in germs after person. A fifth said they have never even left the city
use, a feeling that is particularly strong among they live in (18 per cent). The research also found a
consumers aged 18-24 (60%), as opposed to just substantial lack of knowledge among young adults
31% of older consumers aged 65+.” — Read more when it comes to basic fruit and vegetables. More
at Fortune. than half of those polled did not know strawberries
are a summer fruit (54 per cent) and nine in ten do
MILLENNIALS HAVE RUINED…CEREAL not know turnips are best grown in the winter.” —
“Almost 40 percent of the millennials surveyed Read more at Telegraph.
by Mintel for its 2015 report said cereal was an

72 B2.1
UNIT 8 New families
LESSON 8A Talk about generations
MILLENNIALS HAVE RUINED…EVERYTHING
“Before we move any closer to the end of the planet, I wish to get this off my chest: I am a
millennial, and I am sorry for killing everything. Yes, it was me, and I did it to get vengeance on
the boomers. They did not want me to have nice things. They insisted that I valued experiences
more than possessions, while denying me the disposable income that would have permitted me to
try having possessions. They forced me to live in my parents’ basement, then mocked me for living
there, calling me “self-obsessed,” “entitled,” “lazy,” “narcissistic.” I could only bear so much. They
would be made to suffer. I would murder everything they loved. First, the nuclear family. Then, golf.
Then, the American Dream. … I am about to finish killing democracy, then perhaps, the planet.
Then I can run no longer. Obviously. I killed running.

Adapted from lindseypollak.com in 2018.

READING COMPREHENSION:
Write a paragraph answering to the following questions:
What is your opinion about being millennials?
What have you seen millennials blamed for?
What should we thank them for?

_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________
Watch the following video. (DIGITAL VIDEO).
In what extend do you agree or desagree?
_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________________

73
UNIT 8 New families
LESSON 8B Recognize tools for persuasion.
GRAMMAR TIP:
Comparatives, Repeated and double.
REPEATED COMPARATIVES DOUBLE COMPARATIVES
DEFINITION: DEFINITION:
Repeated comparatives are often used to show that Double comparatives are often employed to under-
something is changing (increasing or decreasing.) line the importance of doing or not doing a certain
activity.
E.g. E.g.
We are getting closer and closer The older I get, the happier I am
I’m getting older and older The older he gets, the wiser he is
More and More More- more
This is used with long adjectives or adverbs. This is used to emphasize.
E.g. E.g.
The situation is becoming more and more The more dangerous it is, the more she likes it
difficult The more I study, the more I learn
Smartphones are getting more and more expen-
sive
Less and less More - less
It is used with Uncountable adjectives and nouns. This is used to show a change in the actions.
E.g. E.g.
As you get older, you become less and less The more I know you, the less I like you
flexible The less you spend, the more you save
She needs less and less money everyday

Complete the sentences with the correct form of the adjective in brackets.
1- My daughter’s English results are getting ______________________________ (bad).

2- The boss will be angry with you. You arrive ____________________(late) at work.

3- In spring the weather gets __________________________ (warm).

4- It’s time you tidied your room. It’s getting ____________________ (messy).

5- Food is getting ______________________(expensive).

6- I think TV programs are getting ______________________ (violent).

7- I find it _______________________ (difficult) to see him.

8- She’s getting over her operation. She feels _______________________ (good).


74 B2.1
UNIT 8 New families
LESSON 8B Recognize tools for persuasion.
Organize the sentences.
1- immigrants /more /come /and /Europe/More /from
_____________________________________________________________________________
2- wine/ Australian/ is/ and/ better/ better
_____________________________________________________________________________
3- to/ lie/ sun/ dangerous/ in/ it/ and/ more/ is/ how/ realize/ More/ the/ people
_____________________________________________________________________________

4- radio/ and/ There/ fewer/ fewer/ are /French/ songs/ French/ on


_____________________________________________________________________________
5- less/ Nowadays/ and /expensive/ personal/ computers/ are/ less
_____________________________________________________________________________
6- spend/ more/ and /TV/ Children/ watching/ time/ more
_____________________________________________________________________________
7- a /It/ parking/ difficult/ place/ is/ find/ more/ to /and/ more
_____________________________________________________________________________
8- more/ There /from/ tourists/ more/ and/ are /Asia
_____________________________________________________________________________

Adapted from mmpublications.com in 2018.


Create a short paragraph talking about common problematic situations at home
(eg. your brother/sister wearing your clothes.) Use at least ten examples of repeated
and double comparatives.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
________________________________
75
UNIT 8 New families
LESSON 8C Describe family relationships.

OPENING:
-Talk about your family.
-How are your family dynamics?
-Describe all the members of your
family and your relationship with
them.
_________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________

Listen to Katie talking about her family in England and answer the following
questions. (DIGITAL AUDIO).
1) Who looks out for people? 5) Who is really smart?
a) Her mum a) Her mum
b) Her dad b) Her dad
c) Her brother c) Her brother

2) Who is very funny? Taken from elllo.org in 2018.


a) Her mom
b) Her dad
c) Her brother

3) Who is serious?
a) No one
b) Everyone
c) Just her dad

4) Who is hardworking?
a) Her mum
b) Her dad
c) Everyone

76 B2.1
UNIT 8 New families
LESSON 8C Describe family relationships.
Listen again to the conversation and and complete the sentences with the
vocabulary in the box
looking out for • obviously •
chores • gene • fit • strangers
1- He runs every day. He is very _______________________.
2- My dad is always _______________________ me.
3- He is _______________________ not happy. He looks mad.
4- You can meet _______________________ when you travel.
5- He has the smart _______________________ in the family.
6- I did not finish all my _______________________.
Taken from elllo.org in 2018.

DISCUSSION:

How do you manage difficult situations in your


family?
__________________________________________
__________________________________________
__________________________________________
__________________________
How was your relationship with your parents when
you were a teenager?
__________________________________________
__________________________________________
________________________________________________________________________
How is your relationship with them now?
___________________________________________________________________________
________________________________________________________________________

What topics did you disagree the most on?


___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
_____________________________________________

77
UNIT 8 New families
LESSON 8D Persuade people to buy.
Read the following excerpts from an article. Look at some of the different kinds of
families defined on it. then, look at this video. (DIGITAL VIDEO).
COMUNAL:
POLYAMOROUS FAMILY:
Communal Families are most often found in
primitive tribes in areas where Western Culture Polyamory translates quite literally as “multiple
hasn’t yet extinguished a more ancient form of life, loves.” It is the practice that consenting adults decide
such as the depths of the Amazon or a variety of to create marriage-like bonds with more then one
rural islands. These families are usually extended individual at a time. It is distinct from polygamy
families living in one housing structure with mother, and polyandry in the fact it’s usually composed of
father, children, aunts, uncles, cousins, and elders all multiple people of either sex and if it ends up in a
taking up residence. Sometimes these societies are harem-type system this is generally coincidental,
matriarchal, with everyone living under roof being not intentional. Everyone within the group doesn’t
related through a grandmother, mother, or aunt, or necessarily have to share sexual bonds but emotional
patriarchal with everyone being related through a bonds are always key. Sometimes married couples
grandfather, father, or uncle. Rarely cases are found enter these arrangements as well. As far as family
that are neither. These bands or tribes are often is concerned this is an unusually vague subject. I
formed by convenience rather then relation. was unable to find any reliable sources on historical
polyamory in an accepted cultural sense (though I
don’t doubt it must have existed somewhere at some
NUCLEAR FAMILY: point) and in it’s modern sense polyamory is hard to
pin down. Most polyamorous groupings aren’t open
Nuclear Families are the ones most Westerns feel about their choice because of the strong prejudice the
are the ‘right’ kind of family. They are formed by culture has regarding it. This makes documentation
two married parents and their offspring. This form exceedingly difficult. However, one can speculate this
of family was probably conceived to protect the might be beneficial to raising children in the same
women who lived by it. In this tradition fathers are way communal families are, with more then just the
held responsible for any offspring they create and parents watching and raising the children. However,
are forbidden to have more with any other women. the larger the group the higher the risk of abuse
Marriage came onto the scene probably to make becomes and it hasn’t been documented if there are
heritages and lineages more clear. Bastard children any ill mental effects that may have higher influence
have traditionally not been subject to inheritances, in children growing up in this setting just as of yet.
equal treatment, or the benefits of a two parent Perhaps this is due to a possible instability of these
home. This form of family is currently the most groupings or perhaps this is due to the fact many of
popular globally speaking but this may just be due to these groupings live separately and don’t involve the
the influences of Christianity. Religion and tradition children in any degree (going so far as to hide it.)
often have roles to play in the formation of any
family.

Adapted from wehavekids.


com in 2018.

78 B2.1
UNIT 8 New families
LESSON 8D Persuade people to buy.
DISCUSSION:
Answer the following questions, provide reasons for your choosing.
What do this families have in common?: ______________________________________________
____________________________________________________________________________
How do they differ?: ______________________________________________________________
____________________________________________________________________________
Can you imagine yourself having one family like the ones listed above? why? : _________________
____________________________________________________________________________
Is it a taboo in you contry having a Polyamorous relationship? _____________________________
________________________________________________________________________________
____________________________________________________________________________
Imagine a daily situation of any of this
families, how could the conversations be?
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Describe the role of each
__________________________________________
one of the family members
__________________________________________
in relation to the others
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_____________________________________
79
UNIT 8 New families
NOTES PAD
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________________

80 B2.1
UNIT 9 Unsolved mysteries.

2%-(&7,9(6
By the end of this unit you
will be able to:
A) Speculate about historical facts.
B) Talk about common features in unsolved mysteries.
C) Discuss the existence of UFOs.
D) Solve a crime.

Write below the new vocabulary you


learn every class.
92&$%8/$5<
During this unit you will work on:

Expressing certainty and


uncertainty.

In this unit,
you will role play
a Crime scene.

81
UNIT 9 Unsolved mysteries.
LESSON 9A Speculate about historical facts.
OPENING:
What mystery would you really like to be solved?
Is mystery in our lives good?
Would you be a good at solving mysteries?
Read the following article
and answer the questions
below.
Some Creepy And
Obscure Unsolved the name “Bloody Mackenzie.” To date, no explanation has been
Mysteries. Upon his death in 1691, he was proven, with psychosomatic and
buried in Greyfriars Kirkyard, hysterical reactions cited as the most
Mysteries stir our curiosity, and nothing notable happened likely culprit.
mesmerizing us until they can for centuries.However,
be solved. Though supernatural beginning in 1999, sightings The Hornet Spook Light
causes or conspiracy theories of a poltergeist, as well as a
are more fun to think about, number of “cold spots” and With sightings dating back as far
mysteries often end up with visible burns and bruises, have as 1866, the Hornet Spook Light,
surprisingly banal explanations. been claimed by visitors to the also known by a number of different
However, there are cases which graveyard. Nearly 450 witnesses names, has made its home in a place
remain unsolved, perhaps have come forward, with over known as the “Devil’s Promenade”
forever, and they are often the 100 having apparently fainted in Northeast Oklahoma. Normally
most intriguing. Here you have while on the grounds. Richard said to be an orange ball of light
two of these. Felix, of the British paranormal
documentary show Most
Black cemetery. Haunted, has called it “one of the
Located in Greyfriars Kirkyard, most convincing supernatural
a cemetery located in Edinburgh,
Scotland, the Black Mausoleum
is the resting place of Sir George
Mackenzie. He was lord advocate which bobs along a 6.4-kilometer
for Charles II, responsible for (4 mi) stretch of gravel road, legend
persecuting the Covenanters, says that it was first seen by Native
a group of Presbyterians. Since Americans who walked the Trail
he was the reason for hundreds cases of all time.” Mackenzie’s of Tears.Nobody has ever suffered
of deaths while they were grave was eventually sealed up, adverse effects from the light; it
imprisoned, Mackenzie earned but the attacks kept happening. simply appears in the sky, wanders
aimlessly, bobbing and weaving at

82 B2.1
UNIT 9 Unsolved mysteries.
LESSON 9A Speculate about historical facts.
great speed, and then it’s gone. The most popular explanation is that the Hornet Spook Light is a
will-o’-the-wisp, the name for the light given off when wood and other organic compounds decay
(although, the light given by that phenomenon isn’t normally as bright). Another leading reason
is rather simple: Scientists say that it may simply be the refracted headlights of nearby drivers.
However, this doesn’t explain the sightings before the invention of the automobile.

Adapted from listverse.com in 2018

READING COMPREHENSION:
Write a paragraph answering the following questions:
Why do you think these phenomena can’t be explained?
How do you think this mysteries could have been solved?

____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________________

Discussion:
What historical mysteries mesmerize you?
Is there any myth in your country that you think may be true?
Talk about it with the class, present relevant information.
_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________________

83
UNIT 9 Unsolved mysteries.
LESSON 9B Talk about common features in unsolved mysteries.
GRAMMAR TIP:
Perfect Modals in passive voice.
ACTIVE PASSIVE
MAY HAVE MAY HAVE BEEN
You may have operated the computer. The computer may have been operated by you.
You mayn’t have operated the computer. The computer mayn’t have been operated by you.
MIGHT HAVE MIGHT HAVE BEEN
He might have watched movie. The movie might have been watched by him.
He mightn’t have watched movie. The movie mightn’t have been watched by him.
SHOULD HAVE SHOULD HAVE BEEN
You should have phoned him. He should have been phoned by you.
You shouldn’t have phoned him. He shouldn’t have been phoned by you.
MUST HAVE MUST HAVE BEEN
He must have attended the workshop. The workshop must have been attended by him.
He mustn’t have attended the workshop. The workshop mustn’t have been attended by him.
OUGHT TO HAVE OUGHT TO HAVE BEEN
You ought to have arranged money. The money ought to have been arranged by you.

Taken from www.alifseye.com in 2018.


Follow the instruction in brackets to choose the correct option to complete or
transform each sentence.
1. “The opportunity _____________________ by you.” (passive voice- past tense)
a. not may have been availed. b. may not have availed.
c. may not be availed. d. may not have been availed.

2- “The driver ought to have driven the car on the left side of the road in India.” (passive voice-
past tense)
a. The car ought to be driven by the driver on the left side of the road in India.
b. The car ought to have been driven by the driver on the left side of the road in India.
c. The car ought to have been drive by the driver on the left side of the road in India.
d. The car ought to have been driving by the driver on the left side of the road in India.

3- “That judge might have sentenced the accused to rigorous imprisonment.” (passive voice- past
tense- question form)
a. Might the accused be sentenced to rigorous imprisonment by that judge?
b. Might have been the accused sentenced to rigorous imprisonment by that judge?
c. Might the accused have been sentenced to rigorous imprisonment by that judge?
d. Might have the accused been sentenced to rigorous imprisonment by that judge?

84 B2.1
UNIT 9 Unsolved mysteries.
LESSON 9B Talk about common features in unsolved mysteries.
4- “Problems with policies ________________ to the customer service manager.” (passive voice-
present tense)
a. should reported. b. should have been reported.
c. should be reported. d. be should reported.

Adapted from www.educationquizzes.com in 2018.


Rewrite the following sentences in passive voice.
1. You may forget the rules quickly.
________________________________________________________________________
2. You should study the lessons repeatedly.
________________________________________________________________________
3. Benjamin must win the competition.
________________________________________________________________________
4. They should cancel the game.
________________________________________________________________________
5. The doctor can’t persuade her.
________________________________________________________________________
6. They need to repair my car.
________________________________________________________________________?
7. Who should pay the damage?
________________________________________________________________________?
Use the following sentences to create a short story. Share your story with your
classmates.
a. More could have been done to prevent the accident.
b. Melida’s flight might have been delayed by the storm.
c. The house must have been built with cheap materials
in order to collapse so easily.
d. He might have been killed if she hadn’t worn a seatbelt.
e. That money shouldn’t have been spent.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
__________________________________________
85
UNIT 9 Unsolved mysteries.
LESSON 9C Discuss the existence of UFOs.

OPENING:
-Do you know what UFOs are?
-Have you ever seen an UFO?

_________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________

Listen to the following interview Then listen to the audio again and answer the
following questions. (DIGITAL AUDIO).
1) He says there is a good chance ________. 5) What did Jonathan notice?
a) aliens stop by. a) Some vantage points.
b) there is intelligent life. b) You can see the lines from hills.
c) aliens do experiments on people. c) The lines are not deep.

2) What does he say about crop circles?


a) Aliens made them.
b) They are human made.
c) They have been duplicated.

3) What does Jonathan say about the lines?


a) He has seen them.
b) They may have been runways.
c) He flew in a Cesna.

4) What does Todd say about the lines?


a) Incas made them.
b) They cover a large area.
c) They are geometrically perfect.

86 B2.1
UNIT 9 Unsolved mysteries.
LESSON 9C Discuss the existence of UFOs.
Connect each of the following words with its corresponding meaning.
1. Overwhelm ___ To suggest or assume the existence or truth of something.

2. Rummage Through ___ A pattern of lines in a field of grain.

3. Postulate ___ To move things crazily while searching for something.

4. Vantage Point ___ To load with an excessive amount of anything.

5. Crop circles ___ A high place that offers someone a good view of something.
Complete the sentences with the words from the previous exercise
(Overwhelm, associate, rummage through, postulate, vantage point).
1. We had to____________ the dumpster looking
for food.
2. People___________ Santa with Christmas.
3. From the __________we could see the entire
town.
4. Internet traffic tends to__________ the phone
lines.
5. They__________ that there are fewer than 200
tigers in the wild.

Apart from the Crop Circles which other unexplainable signs or


mysteries around the world you know? List them below and discuss
your opinion with the class.
_____________________________________________________
_______________________________________________________
_______________________________________________________
_________________________________________________
According to the listening and your beliefs, do you think that there
is extraterrestrial life? Do you consider that the unexplainable signs
and/ or mysteries around the world are made by Mankind or Aliens?
_____________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_________________________________________________
87
UNIT 9 Unsolved mysteries.
LESSON 9D Solving a Crime.
OPENING:
Answer the following questions.

What do you know about famous detectives? Can


you list some of them?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________ Watch the following video about
______________________________________ Sherlock Holmes, Answer and discuss
______________________________________ the questions below. (DIGITAL
______________________________________
VIDEO).
______________________________________
_____________________________________ What do you know about Sherlock?
Why were they famous? ____________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ _____________________________________
_____________________________________
How do you think Sherlock solves the
mysteries?
____________________________________
______________________________________
_____________________________________
_____________________________________
______________________________________
______________________________________
_____________________________________
_____________________________________
____________________________
88 B2.1
UNIT 9 Unsolved mysteries.
LESSON 9D Solving a Crime.
SPEAKING:
In groups think about a crime scene, describe the following settings:
Place:______________________________________________________________________

Type of crime:_______________________________________________________________

Victim:____________________________________________________________________

Suspect:____________________________________________________________________

Reason:____________________________________________________________________
Imagine roles for your classmates

- In separate sheets of paper assign roles to some


of your classmates.
- Do not let each other know what is written in
each person.
- Think about alibis to some of your classmates,
remember, only one can be guilty. (The teacher
will assign the victim and the criminal’s roles).
write your draft here.
_______________________________________
_______________________________________
_______________________________________ In turns start making
_______________________________________ questions to your
_______________________________________ classmates to find who
_______________________________________ is guilty, provide reasons
_______________________________________ for your judgements.
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_____________________________________

89
UNIT 9 Unsolved mysteries.
NOTES PAD
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________________

90 B2.1
UNIT 10 Leisure Time.

OBJECTIVES
By the end of this unit you
will be able to:
A) Talk about free time.
B) Describe past habits.
C) Enjoy your free time.
D) Promote a specific volunteering activity.

Write here the new vocabulary you


learn every class
VOCABULAR Y
During this unit you will practice:

-Expressing fear and


fearlessness.
-Ways to reduce stress.
-Impact of mobile devices.
-Adverbs of manner.

In this unit,
you will make
an individual
presentation about
your volunteering.

91
UNIT 10 Leisure Time.
LESSON 10A Talk about free time.
OPENING:
Do you have free time? How do you manage it?
_____________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________________

Read the following


article. enemy, try the following two got to have a sense of urgency in
strategies: your voice, and you’ve got to extract
yourself from the conversation as
Easy Ways to Get More Abstaining: quickly as possible by saying, “Let’s
Free Time Don’t be a time slut. If you’re catch up soon though.”
the type of person who can’t say
Is it possible that you are (at no to favors and requests, others Balancing
least partially) responsible for will take advantage of you. If you Be more like the Governator. You
your hectic, over-scheduled, sacrifice your other 8 hours to may have heard that the Federal
and downright crazy schedule? benefit someone else, they will budget deficit is over one trillion
Some of your time pressure is keep coming back for more and dollars. That means the federal
legitimate. You have meetings to more until you’ve got nothing government is spending a whole lot
attend, kids that need a ride to left to give. more than it receives in taxes. This
soccer practice, household chores is similar to someone who gets into
that need to be finished, and a So wise up! Make it your policy credit card debt. Few know this,
host of other responsibilities. But
that your default answer is, “I’m but state governments can only
studies show that we have more sorry, I just can’t help you with spend as much as they make. If the
leisure time now than we have in that.” If that’s too strong, follow
the past. it up with “because I’m working
on a deadline, have a previous
While you may have more engagement, late for an meeting/
“leisure” time now than before,
it won’t feel like it if you fill
your free time with activities
that aren’t enriching. Still, the Governator wants to add a program,
challenge is freeing up more time he has to subtract the money from
in an environment where it feels somewhere else. This is called pay-
like there are more and more go, as in you pay for things as you go.
demands on your time.
appointment, taking care of my Your job is to adopt a “pay-go”
If you look closely at how you sick mother, getting checked for type of policy with your time. Before
spend your time and discover a rare and contagious disease, you agree to join a non-profit board,
that you may be your own worst etc.” Whatever you say, you’ve train for a marathon, volunteer at a
92 B2.1
UNIT 10 Leisure Time.
LESSON 10A Talk about free time.
local soup kitchen, help a friend move, start a Bible study, take a night class, or help your neighbor
have a garage sale, you must eliminate that time from something else. Picture a balance that you
need to keep level. If you add something to your schedule, you have to subtract something to
keep it in balance. This will help protect your time by forcing you to limit your commitments.

I preach that the way to create new wealth and purpose is to invest your other 8 hours. You
might not have 8 hours, but you probably have more time than you think. Abstain and Balance
to free up more time so you can start a business, write a book, or create something.

Adapted from www.ecenglish.com in 2018


Use a dictionary to define the following expressions. Give an extra example in
which you use them.
Hectic:_______________________________________________________________
Over-schedule:_________________________________________________________
Household chores:______________________________________________________
Leisure:_______________________________________________________________
Wise up:______________________________________________________________
Free up:_______________________________________________________________

Imagine you have a friend how is looking for a new activity to start doing after
work. Write a message advising him/er on what to do. Consider the following
aspects:
Activity:______________________________________________________________
Time to be dedicated:___________________________________________________
Place:________________________________________________________________
Cost:________________________________________________________________
Benefits:______________________________________________________________
Details on how to join it: ________________________________________________
_________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_______________________________________________________________________
93
UNIT 10 Leisure Time.
LESSON 10B Describe past habits.
GRAMMAR TIP:
Let’s talk about past habits.
Would + always
‘would’ with ‘always’ suggests an old habit that stopped in the past. Unlike ‘used to’ or
the Past Simple ‘would always’ suggests a willingness to do the action or amusement and/
or annoyance. It can also suggest an extreme habit. The opposite is expressed with ‘would
never’.

Examples
- My grandmother would always get me a book for Christmas.
- Sarah would always come late to work on Mondays.
- Danny would not always come out with us.
Note: ‘would always’ is not the same as ‘used to’ or the Past Simple. Would cannot be used
to speak about past facts or generalizations, only past repeated actions.

Example:

- I used to be painfully shy when I was young.


Incorrect: I would always be painfully shy when I was young.
Correct: I would always be shy when I met new people when I was a young boy. (In this
case ‘would always’ is describing a repeated action – meeting new people)

Retrieved from ecenglish.com in 2018.

Match the fragments to create complete sentences.


- She would always send me - She came late once or twice.

- Sam and Mary would always choose - Sometimes, she took the bus.

- Ned would always show up at our house - the most exotic vacation destinations.

- Christine would always come - strange birthday gifts

- Mindy would not always walk to school -without calling first.

- Sally would not always arrive early to -late to the meetings.


class
Adapted from englishpage.com in 2018.
94 B2.1
UNIT 10 Leisure Time.
LESSON 10B Describe past habits.
Mark the correct option to complete each sentence.
1- When they were children, ____ the 4- He __________ vegetables at the
dinner? market.

a. Would ever they cook a. Would always buy


b. Would they ever cook b. Would get
c. Would they cook ever c. Would always get
d. They would ever cook d. Used to get

2- They ____ on time. 5- They __________ English

a. Wouldn’t finish always a. Used to speak


b. Wouldn’t always finish b. Would speak
c. Always wouldn’t to finish c. Would always speak
d. Always wouldn’t finish d. Like to speak

3- I ____ the bus to school Taken from businessenglish.com in


2018.
a. Would always take
b. Used always take
c. Always would take
d. Used always to take
Tell us a little bit about your past habits. Write a short paragraph explaining the
repetitive activities you would always do when you were a child.
___________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
_________________________________________
95
UNIT 10 Leisure Time.
LESSON 10C Enjoy your free time.

OPENING:
Write down some of the activities that
you enjoy doing in your free time and
how did you come to like them? Share
with your classmates.

_________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________

Listen to the follow audio about, “Free


Time Wishlist” After listening to the
Audio, write down the Activity that
each speaker wished that they had time
to do. (DIGITAL AUDIO).

Speaker 1: Speaker 2: Speaker 3:


________________________ ________________________ ________________________
__________________________ __________________________ __________________________
__________________________ __________________________ __________________________
__________________________ __________________________ __________________________
__________________________ __________________________ __________________________
________________________ ________________________ ________________________
Speaker 4: Speaker 5: Speaker 6:
________________________ ________________________ ________________________
__________________________ __________________________ __________________________
__________________________ __________________________ __________________________
__________________________ __________________________ __________________________
__________________________ __________________________ __________________________
________________________ ________________________ ________________________

96 B2.1
UNIT 10 Leisure Time.
LESSON 10C Enjoy your free time.
What advice would you give to each speaker, so that they would be able to use
their free time for the activities they want to do?
Speaker 1 ________________________________________________________________
Speaker 2 _________________________________________________________________
Speaker 3 _________________________________________________________________
Speaker 4 _________________________________________________________________
Speaker 5 _________________________________________________________________
Speaker 6 _________________________________________________________________

Complete the sentences with the words from the previous exercise
(socialize • self-employed • amount of progress • wind up)
1. Whenever I try to read in my bed I always
__________ falling asleep.
2. My English is improving, but I’m not making
__________ as quickly as I thought I would.
3. You will need a certain __________ problem
solving skills if you plan to move to a country where you
don’t speak the language.
4. I am not organized enough to be __________.
5. He travels so much for work that he doesn’t get
much of a chance to __________

Taken from elllo.org in 2018

If there were one activity that you would love to do right here in Colombia or
around the world in your free time, what would it be? Give a description of
the activity and tell the class where it would be held and why you think it’s a
good activity to do in your leisure time?
________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
_____________________________________________________
97
UNIT 10 Leisure Time.
LESSON 10D Promote a specific volunteering activity.
OPENING:
Look at the following video. What do you think about volunteering? (DIGITAL
VIDEO).
Read the following article

WHY VOLUNTEER?
People choose to volunteer for a variety of reasons.
For some it offers the chance to give something For some, volunteering can be a route to employment,
back to the community or make a difference to or a chance to try something new which may lead to a
the people around them. For others it provides career change. From this perspective, volunteering can
an opportunity to develop new skills or build on be a way of:
Gaining new skills, knowledge
existing experience and
and experience, Developing existing
knowledge. Regardless
skills and knowledge, Enhancing a
of the motivation, what
CV, Improving one’s employment
unites them all is that they
prospects, Gaining an accreditation.
find it both challenging
Using one’s professional skills
and rewarding.
and knowledge to benefit others
(usually described as pro bono),
Below are some of the
For others, volunteering appeals
reasons people choose to
because of its social benefits. These
volunteer. For some it provides an opportunity to: include: ,Meeting new people and
making new friends, A chance
Give something back to an organisation that has impacted on a to socialise, Getting to know the
person’s life, either directly or indirectly. Make a difference to the local community
lives of others. Help the environment. Help others less fortunate or
without a voice. Feel valued and part of a team. Spend quality time Taken from ncvo.org.uk in 2018
away from work or a busy lifestyle. Gain confidence and self-esteem

Do you support volunteering?


Have you ever been a volunteer? If so, tell to the class your experience. If not,
write a paragraph where you tell if you would do it and your own justifications
to do that.
______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________________________________________________________________________

98 B2.1
UNIT 10 Leisure Time.
LESSON 10D Promote a specific volunteering activity.
SPEAKING:
Prepare a speaking where you talk about a volunteering service you can do in your
country.
Name of the entity:_____________________________________________________________
Kind of volunteering:___________________________________________________________
Cost of registration:____________________________________________________________
Place:_______________________________________________________________________
Way to apply:_________________________________________________________________
Disponibility:_________________________________________________________________
Requirements:________________________________________________________________
Benefits:_____________________________________________________________________

Summarize the important aspects of your


classmates’ presentations.

_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
In turns start talking
_______________________________________
about your volunteering
_______________________________________
projects to your class.
_______________________________________
Select one you would
_______________________________________
join.
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
__________________________________

99
UNIT 10 Leisure Time.
NOTES PAD
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________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________________

100 B2.1